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  • Writer's pictureBrandi Prater

Quick Idea 3: Bookmarks

Content Area(s)/Course/Grade: All (6 -12th)

Lesson Topic: Literary Bookmarks

Teacher: Librarian


Students will create a bookmark based on a story that’s a read aloud. Independent Reading could be used as well.

Student Outcome(s):

Students will be able to:

  • Define a key moment or the theme of the story

  • Illustrate the scene on a bookmark

  • Describe how the illustration they created relates to the story


TAC 239.55 (1.9/1.11) –Direct and encourage students to read a variety of fiction and nonfiction resources for personal and informational needs; (11) create a learning environment in which the diversity of groups and the uniqueness of individuals are recognized and appreciated

Instructional Delivery


Instructional Procedures:

  • Whole Group: Students will participate in a read aloud (or bring their independent book) to the library. As they read, they will look for the theme of the story by reviewing passages or sections that highlight the theme. After watching the video on theme, the discussion will focus on thoughts about the theme of the story.

  • Video: Students will watch the Theme video prior to group discussion

  • Discussion on Theme: What did the character learn? What were the consequences of those actions? How did the character grow and change? What message is the author trying to send? Or what lesson does he want us to learn?

  • Next, students will write down the main theme of the story

  • Think/Pair/Share: Students will brainstorm ideas of elements they can use to illustrate the theme of the story on their bookmark.

  • Individual or Small Group: Students will create a bookmark, using the bookmark template. The bookmark should illustrate the theme of the book based on the video and ideas discovered in the class discussion. Depending on the age group, students will cut out their bookmarks. The librarian can laminate them and give them back at the next library session.

Group Activity: If time allows, students can share and explain their illustration to the class.Students will discuss how it fits into the theme of the story.

Assessment/Evaluation (Formative/Summative)

Formative Assessment: After the activity, students will fill out an exit ticket answering 2 questions from the discussion. What did the character learn? What message is the author trying to send?

Extension: Independent Reading - Students will receive a sheet with multiple bookmarks (pre-created) that are focused on 6 literary areas. They will read each of the bookmarks prior to reading, so that they know what to look for as they read. When they find a paragraph or passage that illuminates one of the categories, they will cut out and mark that page with the appropriate bookmark. After reading, they can either provide responses to each focus or illustrate a scene to describe the passage. 6 literary areas can include: Theme, Word-Choice, Point-of-View, Character, Plot, Inferences, or any other objectives you have for reading.

Closure: Librarian could provide a quick survey asking about the story and connecting to books.

  • What did you enjoy about the story?

  • Does this remind you of a story you’ve read before?

  • Would you read another book by this author? Why or Why Not?

  • What happens in your favorite book?

  • What do you want to read next?



Jenna Copper Resources:

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